On the Imperative for Reflexivity in School Psychology Scholarship

Abstract

Abstract Reflexivity, defined as the critical analysis of how one’s identity and values influence their scholarship, has been underscored as a crucial element of antioppressive scholarship. Despite its importance, reflexivity, and particularly its documentation, remains relatively uncommon in school psychology scholarship. In the following commentary, we introduce the need for reflexivity as it relates to the field’s commitment to antiracism, followed by a brief review of the literature on reflexivity, including its historical foundations and its previous applications within the fields of psychological research. We conclude with recommendations for the school psychology scholarly community for conceptualizing, conducting, and disseminating scholarship. Impact Statement Despite its importance, reflexivity, or the critical analysis of how one’s identity and values influence their scholarship, in school psychology scholarship remains uncommon. In this commentary, we introduce the need for reflexivity within school psychology scholarship and provide recommendations for the school psychology scholarly community. This manuscript serves as a call to increase implementation of a reflexive approach in school psychology scholarship.